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The purpose of this research is to investigate the statistical thinking of undergraduate student teachers in the field of mathematics education in the topic of diagrammatic literacy based on the framework of Wilde and Pfannkuch. For this purpose, a questionnaire including 9 diagram literacy questions (box diagram) was designed. The questions were classified based on the components of the Wilde and Pfannkuch framework. Questionnaire was completed by 50 student teachers of math education of Farhangian University of Education and Training of the director of Shahid Darjaei (boys and girls). The responses were leveled based on Watson's framework, which is a modification of Solow's model. The significance of the gender differences of student teachers was not confirmed statistically. The findings showed that most of the student teachers' answers in all statistical components are at the relational level, but the results showed the average performance of the student teachers in the components of statistical thinking in the topic of graph literacy.